A growing body of literature and research evidences the efficacy of brief, one-time, self-affirmation exercises in boosting adaptive functioning (see reviews: Cohen & Sherman, 2014; Howell, 2017). Self-affirmation practices typically involve writing about one’s most important skills or values for a period of 10-20 minutes. Engaging in a such a one-time writing exercise has been empirically shown to have long-lasting effects in reducing the negative academic effects of stereo-type threat (e.g., Borman, Grigg, Rozek, Hanselman, & Dewey, 2018) and in enhancing self-worth and non-defensiveness after experiencing a failure or receiving negative feedback (e.g., Critcher & Dunning, 2015; McQueen & Klein, 2006). As Critcher and Dunning (2015) suggested, writing about nonacademic strengths and values reminds students that their self-worth and self-concept is broader than just the academic domain, thus providing perspective and grounding. Results from self-affirmation research have also demonstrated improvements in self-control and positive behaviour changes accompanied by higher levels of self-reported self-efficacy (Cooke, Trebaczyk, Harris, & Wright, 2014; Epton & Harris, 2008; Epton, Harris, Kane, van Koningsbruggen, & Sheeran, 2015). Such results relate to feelings of autonomy and competence, two of the three basic psychological needs set-forth in Ryan and Deci’s (2000) Self-Determination Theory (SDT). Additionally, self- affirmation practices have been found to enhance prosociality via increased feelings of love (Crocker, Niiya, Mischkowski, 2008), greater willingness to help others (Lindsay & Creswell, 2014), and more comprehensive apologies (Schumann, 2014). Such results relate to the third basic psychological need set-forth in SDT, that of relatedness. Nonetheless, as Howell (2017) pointed out, “such effects are under-recognized within the fields of well-being studies and positive psychology” (p. 293). Few studies have directly examined the effectiveness of self-affirmation exercise at enhancing hedonic and eudaimonic well-being (respectively, feeling good and functioning well; Keyes & Annas, 2009). Two studies (Armitage, 2015; Nelson, Fuller, Choi, & Lyubomirsky (2014) that have specifically examined the well-being effects of engaging in a brief self-affirmation exercise reported higher levels of both hedonic and eudaimonic well-being for participants in the self-affirmation condition compared to participants in control conditions. Promising as these results are, both studies had limitations. As Howell (2017) noted, Armitage employed an empty (i.e., non-active) control condition while Nelson et al (2014) found inconsistent effects with regard to hedonic and eduaimonic well- being. Additionally, both studies used limited measures of eudaimonic well-being. In particular, of meaning in life. The importance of meaning in life as a distinct aspect of well- being has been solidly established and cannot be understated (see reviews Steger, 2009, 2012). Indeed, an abundance of research has consistently evidenced that the presence of high (vs low) levels of meaning in one’s life is linked to greater happiness, life satisfaction, physical health, and overall well-being (see review Steger, 2012). Although several Positive Psychology Interventions have proven effective in enhancing happiness and life satisfaction (see reviews Bolier, 2013; Sin & Lyubomirsky, 2009), few studies examine the effects on meaning in life (Shin & Steger, 2014). Given that Frankl (1950) described meaning in life as the enactment of one’s values, it follows that a self-affirmation practice which involves contemplating and writing about one’s most important values (i.e., a values-affirmation exercise) would boos meaning in life. Yet no studies have comprehensively assessed the impact of self-affirmation practices on bolstering meaning in life, in particular different dimensions of meaning in life. In the current study, we aim to address this research gap. Following Nelson et al.’s (2014) methodology, participants will be randomly assigned to either a values-based self-affirmation writing exercise (i.e., values-affirmation) or a control writing condition. All participants will be told that they will be engaging in a writing exercise to improved their well-being. Prior to engaging in this exercise, baseline trait measures will be assessed. One measure of hedonic well-being (i.e. positive and negative emotions) will be employed along with three measures of meaning in life assessing 1) the emotional experience of meaning in daily life, 2) overall general level of meaning, and 3) the three dimensions of meaning proposed by Martela and Steger (2016), purpose, coherence, and significance. Howell (2017) recommended the testing of moderators and mediators of the relationship between self/values-affirmation exercises and well-being. As such, we are examining mindsets related well-being as moderator. Participants will complete a measure of implicit theories of well-being (ITWB). ITWB are the extent to which an individuals feels that well-being is malleable (an incremental theory) or fixed (an entity theory) (Howell, Passmore, & Holder, 2016). More incremental theories of well-being are correlated with several indicators of well-being (Passmore, Howell, & Holder, 2018), and an incremental mindset regarding well-being is associated with greater openness towards adopting lifestyle changes which boost well-being (Howell et al., 2016). It is possible that individuals with stronger beliefs that well-being can be changed will experience greater benefits from the value- affirmation exercise. Specifically then, in Part 1, participants will first complete trait measures as described above, then will engage in a 15-minute writing exercise. As per Nelson et al., (2014), participants will be randomly assigned to one two conditions: a values-affirmation condition (wherein they will spend 15 minute writing about their most important value) or a control condition (wherein they will spend 15 minutes writing an organizational list of their activities of the past week). One week later , participants will return to complete Part 2. All participants will review their writing exercise from the previous week then they will spend 15 minutes engaged in the same writing exercise. State measures (based on their emotions over the past week) of the hedonic well-being and meaning in life assessments completed in Part 1 will then be administered. As noted above, self-affirmation practices have been shown to enhance satisfaction of basic psychological needs (see review Howell, 2017; Nelson et al., 2014). Martela, Ryan, & Steger (2017) reported that satisfaction of the basic psychological needs autonomy, competence, relatedness, and beneficence (see also Martela & Ryan, 2015) predicted meaning in life. Satisfaction of these needs may mediate the relationship between engaging in a values-affirmation exercise and meaning in life. Thus, participants will also complete a measure of these basic needs. Another possible mediator of the relationship between affirming one’s values and well-being may be authenticity. Self-affirmation by definition involves authenticity. Moreover, authenticity involves, in part, being able to view oneself “without the use of defense mechanisms to maintain a positive self-image (Bond, Strauss, & Wickham, 2018). As noted above, self-affirmation exercises have been shown to enhance self-worth and non-defensiveness (Critcher & Dunning, 2015; McQueen & Klein, 2006). Authenticity may mediate the relationship between engaging in a values- affirmation exercise and resultant well-being. Thus, participants will complete a measure of authenticity. Lastly, in Part 2, participants will be asked if they changed their behaviour or activities in the past week, and if they did, to briefly describe. Qualitative analysis of these response will be conducted to assess possible emergent patterns. Finally, one week after Part 2, participants will return to complete Part 3. This will involve completing the state measures (based on their emotions over the past week) of hedonic well-being and meaning in life that were completed the prior week in Part 2. Analysis of this data will allow us to discern how long any effects of the values-affirmation exercise last. Participants will then be debriefed and their SONA particpants credits will be assigned. All participants, in particular those in the control condition, will be given a copy of the values-affirmation exercise so that they can engage in it on their own if they so choose. To recap: Part 1: completion of baseline trait measures, engaging in value-affirmation or control writing exercise; Part 2 one week later: engaging in values-affirmation or control writing exercise then completion of state measures; Part 3 one week later: completion of state measures as follow-up. Hypotheses: That, compared to participants in the control condition, participants in the values-affirmation condition, will report: H1. higher levels of hedonic well-being, meaning in life, satisfaction of basic psychological needs, and authenticity at the end of Part 2 controlling for trait baseline levels measured at Part 1, and H2: That trait levels of implicit theories of well-being will moderate the effect that engaging in the values-affirmation exercise on well-being, meaning in life, satisfaction of basic needs, and authenticity, such that those with more incremental theories of well-being will experience a larger beneficial impact. However, H4: we also hypothesize that regardless of the level of implicit theories of well-being, engaging in a values-affirmation exercise will still enhance the diverse aspects of well-being that we are measuring compared to engaging in the control condition. 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